Signature Assignment Lesson Plan

ELL 516
TAP Integrated Instructional Plan

Direct + Differentiated Instruction
Teacher(s) and Grade(s):
Subject & Lesson Title:
Tiffany Christian
Science
7th Grade
Electromagnetic Spectrum
Grade/Class & English Language Proficiency Standards (ELPS) Developmental Stage (I -K, II -1-2, III -35, IV -6-8, & Stage V -9-12):
AZELLA (AZ English Language Learner Assessment) Proficiency Level (ADE Assessment):
*Choose Basic if your students on ILLPs are mostly at the pre-emergent or emergent level.
*Choose Low Intermediate if they are mostly at the basic or low intermediate level.
*If you do not have students on ILLPs in your general education classroom, choose the level most aligned to your
current math or reading assessments.
Highlight your focus student(s) ELPS Developmental Stage, AZELLA Proficiency Level, and your choice (1 of
12) of the AZ SEI Methodologies (see the AZ Ideal Website ASU & ADE Partnership).
ELPS Developmental Stage: Stage IV, Grade 7
AZELLA Proficiency Level: This lesson will utilize Basic ELP standards.
o S1 tested at the Pre-emergent level
o S2 tested at the Basic level
AZ SEI Methodologies: Collaborative Story Retell
Students will use this method in order to determine the essential pieces of information that they
acquired through their reading.
Classroom Scenario (ELD, whole group, small group, self-contained, resource, gen. ed., lab, etc.)
Whole Class
AZ College & Career Ready Standard(s) (AZCCRS, AZ Early Learning Standards (preK), or Common Core
State Standards for teacher candidates outside of Arizona):
*Please limit your AZCCS content standards to 1 or 2 as they will be assessed in your lessons final
closure/assessment activity.
Determine two or more central ideas in a text and analyze their development over the course of the
text; provide an objective summary of the text. (7.RI.2)
Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled)
with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing
their own clearly. (7.SL.1)
SWBAT Content Objective (explicit, observable, & measurable):
SWBAT identify the different types of radiation and their uses.
SWBAT explain why certain telescopes can only operate in space.
SWBAT gather information from a variety of sources and express their understanding verbally and
in writing.
ASU MLFTC Curriculum Team Instructional Plan (Summer, 2013). Lesson modified by Andrea Tovar, Ed.D., Margarita
Jimenez-Silva, Ed.D., & Silvia Aparicio, M.Ed. SIOP Integration for ELL 515 & ELL 516 (Summer 2014)
English Language Proficiency Standards (ELPS): Identify 2 or 3 ELP Standards including a Vocabulary
Language Standard
Listening & Speaking Domain (Comprehension & Delivery of Oral Communication):
Reading Domain:
Writing Domain:
Language Strand (Standard English Conventions/Grammar & *Vocabulary):
Listening & Speaking Domain: IV-LS-1-B-8: The student will demonstrate understanding of oral
communications by responding to questions and statements in an academic discussion by using key
vocabulary in complete sentences.
Reading Domain: IV-R-4-B-21: The student will demonstrate knowledge of reading comprehension by
applying understanding of content area vocabulary within math, science and social studies texts.
Writing Domain: IV-W-1-B-3: The student will express his or her thinking and ideas by using a variety of
writing genres, as demonstrated by taking notes using a teacher selected and student created graphic
organizer or cloze notes.
Language Strand: IV-L-2-B-3: The student will demonstrate knowledge of vocabulary by identifying the
meaning/usage of high frequency words and applying them in context.
SWBAT Language Objectives- one for each standard above (explicit, observable, & measurable):
SWBAT express their ideas using complete sentences both verbally and in writing.
SWBAT correctly integrate content vocabulary into their responses.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the responses.
How and when will you assess mastery?
How will you know whether your students have made progress toward the objective?
Is your assessment closely aligned to your lessons objectives and standards?
Students will answer questions in their notebooks regarding the information that was presented and
discussed as well as what they read in their text. Answers will be graded on accuracy of information and on
sentence quality.
Sub-objectives, SWBAT (sequenced from basic to complex)
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How will you provide academic feedback?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT describe how a telescope works.
SWBAT compare the relative sizes of different types of waves.
SWBAT determine the quality of sentence structure in their responses.
SWBAT complete a graphic organizer containing content specific vocabulary.

SWBAT participate in a think-pair-share and a whole-class discussion in order to relate their
personal experiences to the content.
Key vocabulary:
SIOP Academic Vocabulary
Describe: How is it introduced? Written?
Repeated? Highlighted? Circled?
Key vocabulary: waves, nanometer, electromagnetic
radiation, radio, microwave, infrared, visible,
ultraviolet, x-ray, gamma, telescope
SIOP Academic Vocabulary
Content Vocabulary: content vocabulary will
be taught within the lesson. Each term will be
introduced and explained orally and with
visuals. Students will complete a graphic
organizer that requires them to write each term
and define it with words and a picture.
General Academic Vocabulary: these terms
will be adequately described by the teacher
throughout the lesson. Examples of academic
vocabulary in this lesson are: complete
sentence, describe, explain, list, and examples.
Word Parts: Roots and Affixes: word parts
will be specifically addressed by the teacher to
enable students to be able to decipher a word
based on its components.
Supplementary Materials (making lesson clear and

meaningful-include any adapted materials):
Powerpoint Presentation (introducing content

with words and visuals)
Whiteboard and Dry Erase Markers
Graphic Organizer
Astronomy Textbook
Student Notebooks
Supplementary Materials (Adapted)

Supply S1 and S2 with a partially completed
graphic organizer.
Supply S1 and S2 with sentence frames.
Teacher will also use sentence frames to assist S1 and

S2 in converting the information from their graphic
organizer to complete sentences written in their
notebooks.
Opening (state objectives, connect to previous learning, and make relevant to real life)
SIOP: Building Background
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student friendly way?
How will you communicate its importance and make the content relevant to your students?
Teacher will begin by ensuring that students are prepared for the day with the necessary materials
(notebooks and a pencil).
Teacher will state that today we will be covering EMS and allow students to offer suggestions for what they
think that it stands for. Teacher will confirm/reject suggestions and state that it stands for Electromagnetic
Spectrum. Teacher will explain that a spectrum shows a list of related components organized in a specific
way, and this particular spectrum shows the arrangement of the different types of electromagnetic
radiation that comes from the sun.
Students do a think-pair-share about their experiences with the sun. Students typically share ideas about
light, heat and sunburns. Teacher states that today we are going to learn about all of the different types of
radiation that come from the sun and how they are used.
Teacher will provide students with 3 guiding questions to consider throughout the lesson.
SIOP Building Background: Students have been learning about space and the different components of deep
space. They had learned about the sun and that it gives off energy, and we are now assigning a word to what we
call that energy: electromagnetic radiation. Most students dont know much about the sun except that it is hot and
bright, but I draw from those limited experiences and use them to frame the lesson. The students have also been
learning about telescopes and how they work. At this point they have covered optical telescopes, but after this
lesson they will understand that different types of telescopes collect different types of radiation.
Teacher will appropriately pair S1 and S2 with students who they feel comfortable with and S1 will be
specifically seated next to another student who speaks Spanish.
SIOP: Higher-Order Thinking Skills (HOTS) Question(s):

Embed at least one higher order thinking prompt as closure to your Building Background component
and/or to your Lesson Review & Assessment component
Today we will learn about Electromagnetic Radiation and the different types. As we go through each one, I
want you to be thinking about any experiences you or someone you know have had with these and if you
would classify them as good or bad.
SIOP Comprehensible Input
How will you use appropriate speech for students proficiency levels (e.g., slower rate, enunciation,
repetition, and simple sentence structure?
How will you give clear explanations of academic tasks?
How will you provide a variety of techniques used to make content concepts clear for ELLs (e.g.,
modeling, visuals, hands-on activities, demonstrations, gestures, body language)
SIOP Comprehensible Input:
Appropriate Speech: Teacher will speak at a moderate pace, slow down and pause as necessary, and
repeat key words or phrases. Teacher will avoid figurative speech and model speech that is expected from
students.
Clear Explanation of Academic Tasks: Teacher will provide clear instructions for students both verbally
and in writing (in the Powerpoint, on the board, and on the graphic organizer and list of questions).
Variety of Techniques: Teacher will provide instruction using words, gestures, body language, and
pictures. Students will also gain insight from each other and from the textbook.
SIOP (Learning) Strategies
List strategies used (including but not limited to previewing material, establishing purpose, highlighting,
underlining, sticky notes, outlining, note taking, reading aloud, re-reading, graphic organizer, predicting,
generating questions, summarizing, mental images, synthesizing, breaking words down, drawing pictures,
paraphrasing)
SIOP Learning Strategies:

Cognitive Learning Strategies: Teacher will continuously make connections between personal
experiences and the material presented. Students will take notes on the material presented by completing a
graphic organizer. The reading performed is done so for clarification of what was presented, little to no
new material is offered by the text alone.
Metacognitive Learning Strategies: Students are asked to summarize and synthesize information before
putting it into their graphic organizer. Students are encouraged to ask clarifying questions throughout the
lesson.
Language Learning Strategies: Some key terms are analyzed based on their prefix/root/suffix. Students
apply basic reading skill while reading the text.
SIOP Scaffolding/Interaction/Lesson Delivery

List/briefly describe:
How will you provide verbal scaffolding (e.g., parapharsing, think-alouds, promting, questioning,
elaboration, repetition with correct pronunciation and grammar, slowing speech, eliciting more language
and information)?
How will you provide procedural scaffolding (e.g., I do, you do, we do; framework that inlcudes
teaching, modeling, guided and independent practice, application; one-on-one teaching, coaching and
modeling; small group instruction; partnering with more experienced readers)?
How will you provide instructional scaffolding (e.g., graphic organizers, models of completed
assignments)?
How will you provide sufficient wait time for student responses?
How will you make sure students are engaged 90%-100% of the lesson?
How will you pace the lesson so it is appropriate to students ability levels?
SIOP Scaffolding/Interaction/Lesson Delivery:
Verbal Scaffolding: Teacher uses prompting, questioning and elaboration in order to assist student
understanding. Teacher paraphrases information and restates information in different ways. Teacher will
correct pronunciation by repeating what a student said. Teacher will speak at a moderate pace, slowing
down and pausing when necessary, and will enunciate.
Procedural Scaffolding: Teacher will use one-on-one teaching or small group teaching for students who
are having difficulty grasping the material.
Instructional Scaffolding: Students will complete a graphic organizer containing all pertinent
information before completing their culminating activity. S1 and S2 will also be provided with sentence
frames to assist them in writing complete sentences.
Sufficient Wait Time: Teacher will provide an adequate amount of time for students to consider their
responses before calling for an answer.
Students Are Engaged: Teacher will continuously refer to student experiences while covering the
content.
Pace: Teacher will pace the lesson in order to allow adequate time to discuss each component, while
making sure to provide plenty of time for students to complete the end assignment.
SIOP Interaction
List and briefly describe cooperative learning/interactions used throughout the lesson (partner, small
groups, and whole group).
SIOP Interaction: Cooperative Learning

Students do a think-pair-share during the opening.
Students share their personal experiences with the whole class throughout the lesson.
Students work together at the end of the lesson to compare their answers and debate inconsistencies.
InInput
Instructional Input
Teacher Will:
How will you model/ explain/
demonstrate all knowledge/ skills
required of the objective?
What types of visuals will you use?
How will you address
misunderstandings? common student
errors?
How and when will you check for
understanding (formal/informal,
individual, group, oral, or written)?
How will you provide academic
feedback?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?
How will you integrate all language
processes in practice (Listening,
Speaking, Reading, & Writing) and
provide opportunities for students to
apply content and language
knowledge?
Student Will:
What will students be doing to actively capture
and process the new material?
How will students be engaged?
What meaningful activities will students
participate in during instructional input?
How will students practice using hands on
materials and/or manipulatives?
Teacher Will:
TTW explain that all of the energy that
comes from the sun is in the form of
electromagnetic radiation.
TTW ask students What do waves look
like?
TTW show how wavelength is measured
and explain what a nanometer is.
TTW introduce the electromagnetic
Students Will:
TSW make a wave motion with their hands.
TSW ask and answer questions when prompted.
spectrum and how it is represented
Co-Teaching Strategy (if applicable) :

Which co-teaching strategy will you use to maximize student achievement?
_____________________________________________________________________________________
Differentiation Strategy:
What accommodations/ modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Team Teaching- Teacher A will lead instruction, and Teacher B will step in as desired
Differentiation Use images to illustrate new terms
Students use gestures and movement to demonstrate conceptual understanding
Provide students with a graphic organizer
Guided Practice
Teacher Will:
How will you ensure that all students have
multiple opportunities to practice new
content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/ when will you check for
understanding (formal/informal,
individual, group, oral, or written)?
How will you provide guidance to all
students as they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
processes in practice (Listening, Speaking,
Reading, & Writing) and provide
opportunities for students to apply
content and language knowledge?
Student Will:
How will the students practice all
knowledge/ skills required of the objective,
with your support, such that they continue
to internalize the sub-objectives?
How will you elicit student-to-student
interaction?
How are students practicing in ways that
align to independent practice?
participate in during guided practice?
Teacher Will:
TTW explain each type of electromagnetic
radiation and their relative sizes.
TTW provide examples of each type.
TTW review the function of a telescope.
TTW reveal an image that illustrates the
different types of radiation that can/cannot
penetrate the Earths atmosphere.
TTW explain that the X-rays, Gamma rays,
and Microwaves we experience are
manmade because they cannot penetrate the
Earths atmosphere.
Students Will:
TSW ask questions and provide commentary
for each type.
TSW provide examples of each type from
their personal experience.
TSW answer questions regarding the use of
telescopes.
TSW answer questions regarding what type
of radiation different types of telescope
collect.
Co-Teaching Strategy (if applicable):

____________________________________________________________________________________
Team Teaching- Teacher A will lead the discussion, while Teacher B assists individual students.
Differentiation Use images to illustrate new terms
Provide students with a graphic organizer
Independent Practice
Teacher Will:
How will you check for understanding
(formal/informal, individual, group, oral, or
written)?
How will you plan to coach and correct
during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the practice?
processes in practice (Listening, Speaking,
Reading, & Writing) and provide
opportunities for students to apply
content and language knowledge?
Student Will:
How will students independently practice
the knowledge and skills required by the
objective?
In what ways are students practicing that are
aligned to the assessment?
How are students using self-assessment to
guide their own learning?
How are you supporting students giving
feedback to one another?
participate in during independent practice?
Teacher Will:
TTW hand out questions to students.
TTW provide students with a textbook and
tell them the page numbers to find
information on.
TTW instruct students to answer questions
in complete sentences on the assigned page in
their notebooks.
TTW monitor students.
TTW provide assistance when needed.
TTW have students write answers on the
board as they complete the assignment.
TTW review answers after all students are
done.
Students Will:
TSW answer the provided questions in
complete sentences on the assigned page in
their notebook.
TSW ask questions as necessary.
TSW write answers on the board when they

are finished.
TSW review answers with the teacher and

provide commentary on the validity of the
answers.
Co-Teaching Strategy (if applicable):

____________________________________________________________________________________
Team Teaching- both teachers will be circulating during independent practice, assisting students as
necessary.
Differentiation Provide text that is appropriate for students reading levels
Provide students with sentence starters
Provide students with the page number that the information can be found on
Refer students to their graphic organizer
Re-word confusing questions
SIOP Review and Assessment: Closing/Student Reflection/Real-life connections
How will students summarize and state the significance of what they learned?
Why will students be engaged?
How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery
of the objective(s)?
How will vocabulary be reviewed during and at the end of the lesson?
How will key concepts/objectives be reviewed during and at the end of the lesson?
Students refer back to the guiding questions at the beginning of the lesson and the teacher does a cold call
for answers:
1. What are the different types of electromagnetic radiation? (call on 7 different students, each
providing one type)
2. Which waves are the biggest?
3. Which waves are the smallest?
4. Give me one example of how we use gamma waves?

5. X-rays?
6. UV?
7. Visible light?
8. Infrared?
9. Microwaves?
10. Radio waves?
11. Which types of radiation CANNOT penetrate the Earths atmosphere?
12. What do telescope do?
13. What kind of radiation do optical telescopes collect?
14. X-ray telescopes?
15. Radio telescopes?
16. Which telescopes MUST be put into space?
SIOP Review and Assessment:
Academic Vocabulary is used and enforced throughout the lesson.
Student notebooks are checked at the end of the lesson to ensure all students have acquired
adequate content knowledge.
ASU MLFTC Curriculum Team Instructional Plan (Summer, 2013). Lesson modified by Margarita JimenezSilva, Ed.D., Andrea Tovar, Ed.D., & Silvia Aparicio, M.ED for SIOP Integration for ELL 515 & ELL 516
(Fall, 2013)

Signature Assignment Lesson Plan

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ELL 516

TAP Integrated Instructional Plan

Subject & Lesson Title:

Evidence of Mastery (Measurable):

SWBAT complete a graphic organizer containing content specific vocabulary.

Supplementary Materials (making lesson clear and

Powerpoint Presentation (introducing content

Supplementary Materials (Adapted)

Teacher will also use sentence frames to assist S1 and

SIOP: Higher-Order Thinking Skills (HOTS) Question(s):

SIOP Learning Strategies:

SIOP Scaffolding/Interaction/Lesson Delivery

SIOP Interaction: Cooperative Learning

TSW make a wave motion with their hands.

TSW ask and answer questions when prompted.

spectrum and how it is represented

Co-Teaching Strategy (if applicable) :

Co-Teaching Strategy (if applicable):

TSW write answers on the board when they

TSW review answers with the teacher and

Co-Teaching Strategy (if applicable):

4. Give me one example of how we use gamma waves?

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